Understanding of Science Education Theory & Literature
I have grown to have a stronger understanding of important education literature and theory.


    The research I did and the literature I read as a part of course requirements helped me to develop new ideas on leadership, research, and method of instruction.  Below, I reflect on each of these areas separately, though at times they blend together.  The literature I cite in my reflections are both from colleagues and instructors, but I also found a few works to support my ideals of education.  The reflections I have worked on, conversations I have had with colleagues at MISEP, class discussions, and Blackboard discussions all help me to reflect on how theory and literature has changed my thinking.  If it weren't for these discussions and assignments the literature I have read would not be as meaningful to me. 


1.  Literature & Theory of Leadership & Instruction
    I use to believe that the only educational leaders are the ones with authority:  the principals and superintendents.  Once I was asked to think about
my leadership roles in my school for my Baseline Portfolio, I started to think beyond authority and more into influence.  Reading current ideals on leadership as provided by MISEP colleagues and instructors helped me to put leadership roles into perspective and allowed me to organize my thoughts on educational leadership.  I realize now that anyone that can influence the
profession or student learning is a leader.
    I believe that educational leaders, whether they are principals, coaches, or teachers, must first educate teachers before focusing on student learning and achievement.  I believe it is crucial that professional development is provided for teachers (Johnson, 2007).   One way to help other colleagues grow strong is by providing professional development or training.  Just as a science educator should be a guide who leads students to new discoveries, leaders of science education should guide teachers to best practices.  Leaders may be teachers who teach and guide their colleagues within a building, or they may be district assigned support personnel.  Science education leaders have the ability to help other educators and make those around them stronger, and they should either train teachers or obtain outside resources to ensure her/his teachers are using best practices.

    What Diane Hopkins quotes from the McKinsey report, How the World’s Best-performing School Systems Come Out on Top, rings true to me: “The quality of an education system cannot exceed the quality of its teachers” and “The only way to improve outcomes is to improve instruction” (2008).  By providing teacher training and improving instruction, science education leaders help to improve student achievement.  Science educators are leaders that shape students to become science thinkers and problem-solvers, and some can help their colleagues to do the same.  By providing professional development and training in addition to modeling best practices, science education leaders can maximize student learning and achievement.


2.  Literature & Theory of  Research & Instruction
    Prior to my particpation in the MISE program, I never thought of teachers as researchers, but now I realize that teachers must be researchers in their own classrooms.  Teacher research benefits their practice while identifying student needs when teachers use their data to modify their instruction.  I now do this on a regular basis when I analyze assessment data to direct my intruction. 
   Having sufficient research and reflection time is also important.  Leaders of education should constantly be collecting and analyzing data in order to modify instruction for student achievement.  I believe that leaders, in any area, should never be stagnant and should always look for areas of growth.  Schools and teachers should use data to direct classroom instruction (Schmoker, 2008).  The data found should guide teacher instruction; therefore, teachers are leaders of their profession.  After finding an area of growth, education leaders should have a vision of how to grow and then act upon it.  Through researching and reflecting, educators and leaders of science education refine instructional methods for increasingly effective teaching.  I had the opportunity to exercise this when I conducted classroom-based research in 2008 during my first pedagogy course.  The findings of 2008 helped shape my research the following year during my second pedagogy course.  When we conduct research, analyze data, reflect on our practice, and act according to our analysis, we are teacher leaders in our classroom. 
    As the National Science Teachers Association’s position statement on the role of research in science teaching explains, research provides data for us to improve and/or change our instructional methods in our classroom; therefore, I believe research strengthens our teaching as we try various ways to maximize learning.  If data of action research in the classroom favor current instructional methods, maybe content can be enhanced to further challenge students.  As the NSTA precisely writes,

In essence, the process of teaching and the role of research in science teaching have a common end--to enhance science instruction, students’ learning of science, and the assessment of both (1990).

Teachers should learn about current methods as educators and about our students as learners to benefit the students, our profession, and ourselves.
    Besides conducting action research as the NSTA recommends, teachers should be reflective practitioners for further growth in the profession.  Reflecting on action research is key when being an action-researcher (NSTA, 1990).  Leaders of education should analyze observations and data from assessments in order to improve instruction.  I have done empirical research and qualitative research in my classroom before, but I never considered it as a “role” I play.  The teacher-as-researcher is a very interesting concept, as opposed to teacher-as-scholar, because it is evident that we are learners and scholars. 
    As the NSTA points out, research should be done close to the classroom and students as well as teachers should assess their performance and the work they produce when being reflective learners and practitioners.  When collecting data in my classroom, I recognize that it is necessary for my colleagues and I to collaborate in the research as the NSTA position statement recommends (1990).                
    Through collaboration, we can assist and support our colleagues.  We then create a comfortable learning environment in our work place.  I consider listening a key to leadership, not just congenial.   As Eleanor Drago-Severson and Kristina C. Pinto put it, “teachers are moved and motivated by the attention given to their own learning through reflection, collegial support, and teamwork” (2006, p. 129).  My school mirrors their article, for the family-like environment at my school helps me to get through the days when students and parents seem to work against me.  I know that if I had a question to ask, or if I needed to vent or confide in someone at the most untimely moments in my workday, I can enter any classroom or office in my school and find a listening ear.  Without that support system in place led by my principal and seasoned teachers, I do not think teachers in my school would be as effective as they are.  When talking about collegial support, the companionship and leadership is school-based and not district-based.  


3.  Literature & Theory of using Inquiry-based Instruction
   
I believe, though each individual student may require different styles of teaching in order to gain new understandings, that science students are best able to learn scientific concepts through the use of explorations and investigations.  I trust the National Science Education Standards and believe that students are better able to develop their own understandings of scientific concepts when they draw conclusions through active learning, which may include experiments or peer learning (2002, p. 159).  Just as scientists do, students should question, research, observe, and develop conclusions so they may accept and understand new scientific ideas.  These process skills enable them to draw their own conclusions and acquire a sense of ownership of their learning and newly learned ideas.  The way students should learn science is defined as inquiry, a way of scientific study described best by the NSTA: 

Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.

Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations (1996, p. 23). 

    Through scientific inquiry, students understand and retain concepts better than learning from traditional lecture or reading from a textbook.  This process is a constructivist approach, and much literature including a study by Ling L. Liang and Dorothy L. Gabel has documented its successes in classrooms (Liang & Gabel, 2005, p. 1160).  Though my undergraduate methods course has touched upon this concept, and my district recognizes it too, no one has shown teachers how to instruct in this manner.  Through my pedagogy courses and the literature that has been introduced to me I have learned much about inquiry, the types of inquiry, and how to use it effectively.  My colleagues in MISEP helped me tremendously to understand how to instruct science with inquiry, and because of them as well as my instructors, I am now able to devise lessons using inquiry. 


Regarding Leadership, taken from Blackboard discussion from Leadership course:




Articles I cited, taken from my Philosophy of Leadership:



Regarding instructional & learning methods, taken from Blackboard discussions from Physics 2 course:

   


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Last updated 11/22/09